Towards a better understanding of medical students’ mentorship needs: a self-determination theory perspective
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Mentorship programs are ubiquitous in medical education. However, few emphasize equal development for learners and mentors, or incorporate clinical skills, which may be important for promoting medical students' self-determination. Central to this consideration are the three basic psychological needs for autonomy, competence, and relatedness, described by Self-Determination Theory (SDT). Grounded in SDT, this study assesses the extent that meeting these needs, in a near-peer mentoring program, impacts learners' and mentors' motivation and perceived competence about learning and teaching of clinical knowledge, respectively.Medical students from the University of Saskatchewan, who participated in its near-peer mentoring program (PULSE: Peers United in Leadership & Skills Enhancement), were invited to complete an anonymous survey. Regression was used to determine how the program's learning climate impacted learners' and mentors' psychological need satisfaction and perceived competence within their mentorship role.Learners and mentors both rated PULSE as highly needs-satisfying. In turn, this was associated with greater perceived competence about learning and teaching of the material.Findings from this study suggest that mentoring programs in medical education, which support learners' basic psychological needs, may promote their motivation and perceived competence-both about learning and also teaching of clinical skills. The implications of these results are discussed from an SDT perspective, with respect to mentoring programs in medical education.Les programmes de mentorat sont très répandus en éducation médicale. Ceux qui mettent l'accent sur un statut égal des apprenants et des mentors ou qui intègrent des compétences cliniques pouvant favoriser l'autodétermination des étudiants en médecine sont toutefois rares. Les trois besoins psychologiques fondamentaux décrits par la théorie de l'autodétermination (TAD), à savoir l'autonomie, la compétence et l'appartenance, sont au cœur de cette préoccupation. Fondée sur la théorie de l'autodétermination, la présente étude évalue dans quelle mesure la satisfaction de ces besoins, dans le cadre d'un programme de mentorat par les quasi-pairs, a un impact sur la motivation et la compétence perçue des apprenants et des mentors en matière d'apprentissage et d'enseignement des connaissances cliniques.Les étudiants en médecine de l'Université de Saskatchewan, qui ont participé au programme de mentorat par les quasi-pairs (PULSE: Peers United in Leadership & Skills Enhancement), ont été invités à remplir de façon anonyme un sondage. Des analyses de régression ont été réalisées pour déterminer l'impact du climat d'apprentissage dans le programme sur la satisfaction des besoins psychologiques des apprenants et des mentors et sur la compétence perçue de ces derniers dans leur rôle de mentors.Les apprenants et les mentors ont estimé PULSE comme hautement satisfaisant pour leurs besoins. Cela a été associé à une plus grande compétence perçue en ce qui concerne l'apprentissage et l'enseignement des contenus.Les résultats de cette étude suggèrent que les programmes de mentorat en éducation médicale qui soutiennent les besoins psychologiques fondamentaux des apprenants peuvent renforcer leur motivation et leur compétence perçue, à la fois pour l'apprentissage et pour l'enseignement des compétences cliniques. Les incidences de ces résultats pour les programmes de mentorat par les pairs en éducation médicale sont analysées du point de vue de la TAD.Keywords:
Mentorship
A predominate motivation theory used to predict exercise behavior is self-determination theory, which posits that motivation is driven by satisfaction of three basic psychological needs: autonomy, competence, and relatedness. This study investigates the relationship between motivation, basic psychological needs satisfaction, and exercise in a sample of older adults. Significant differences were found between older adult exercisers and nonexercisers in intrinsic motivation, self-determined extrinsic motivation, nonself-determined extrinsic motivation, autonomy, competence, and relatedness. This study suggests that self-determination theory is a suitable framework to investigate older adult exercise behaviors.
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This paper contributes to the calling literature by using self-determination theory – a theory that makes distinctions between different types of motivation –in order to gain a better understanding of how enacting a calling may relate both positively and negatively to well-being. We use a daily diary method novel to the calling field and a sample with a distinctive and specific calling, Church of England clergy. We expect daily calling enactment to relate positively to daily well-being via more autonomous forms of motivation (intrinsic and identified motivation) and negatively via less autonomous forms (introjected motivation). Furthermore, we consider how the relationship between calling enactment and motivation may be moderated by perceived competence. The hypotheses were tested using multi-level structural equation modelling. There was strong support for calling enactment relating positively to well-being, and this relationship was fully mediated by intrinsic and identified motivation; the hypothesized negative pathway, from calling enactment, to introjected motivation, to well-being, was not supported. However, perceived competence moderated the relationship between calling and autonomous motivation, where the positive effect of calling enactment was cancelled-out at low levels of competence.
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Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and physical activity. The hypothesized model demonstrated a good fit with the data ( RMSEA = .08; CFI = .97; NFI = .96; GFI = .96). Need satisfaction and intrinsic motivation mediated the relationship between need support and physical activity. The constructs of perceived autonomy, competence, and relatedness represent the nutriments that facilitate students’ intrinsic motivation and ultimately positively predict students’ physical activity. The findings supported the theoretical tenets of self-determination theory.
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The present study examines individual differences in the relationship between two core concepts of the self-determination theory (SDT), namely satisfaction with the autonomy, competence, and relatedness need and motivation (autonomous vs. controlled). Based on the values component of SDT we hypothesised at least two different subpopulations with different need satisfaction–motivation patterns. Data from 349 Romanian volunteers revealed that two groups (or subpopulations) of volunteers can be distinguished, supporting our hypothesis. For the first and largest group, the pattern is in line with the SDT assumption that satisfaction of the autonomy and competence need has an effect on the autonomous forms of motivation. This group is in line with people endorsing intrinsic values. The second group of volunteers, however, revealed that satisfaction with the relatedness need links up with the controlled forms of motivation, and satisfaction of autonomy and competence needs does not predict autonomous motivation. This group is expected to favor extrinsic values. Both relationship patterns were further linked to work engagement and intention to quit, in order to shed light on the practical importance of the observed differences.
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This paper contributes to the calling literature by using self-determination theory—a theory that makes distinctions between different types of motivation—in order to gain a better understanding of how enacting a calling may relate both positively and negatively to well-being. We use a daily diary method novel to the calling field and a sample with a distinctive calling, Church of England clergy. We expect daily calling enactment to relate positively to daily well-being via more autonomous forms of motivation (intrinsic and identified motivation) and negatively via less autonomous forms (introjected motivation). Furthermore, we consider how the relationship between calling enactment and motivation may be moderated by perceived competence. The hypotheses were tested using multi-level structural equation modeling. There was strong support for calling enactment relating positively to well-being, and this relationship was fully mediated by intrinsic and identified motivation; the hypothesized negative pathway, from calling enactment, to introjected motivation, to well-being, was not supported. However, perceived competence was found to moderate some of the relationships between calling and the motivation types, where calling enactment is linked to lower introjected motivation at high levels of competence. Copyright © 2015 John Wiley & Sons, Ltd.
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Abstract Drawing on self‐determination theory, the current study investigates the mediation process of satisfaction with the 3 basic needs (i.e., autonomy, competence, relatedness) between autonomous motivation and volunteers' turnover intention and work engagement. A study of 349 R omanian volunteers reveals an interesting dichotomy. For work engagement, the positive effect of autonomy and competence needs satisfaction appears to have been partially mediated by autonomous motivation. Turnover intention, however, was directly influenced by the degree of autonomy and competence needs satisfaction. Moreover, satisfaction of the relatedness need had no effect on the 2 outcome variables when controlling for satisfaction of autonomy and competence needs. Implications and possible explanations are suggested.
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In order to bring the aims of medical students training to success, in 2008, Shanghai Medical College of Fudan University reformed the current medical undergraduate mentorship and established a new one based on promoting students' personal and professional development. It has been implemented in Batch 2006 students of the 8-year clinical medicine program. The preliminary results suggested that the mentor would redound to student development involving understanding medical knowledge, innovation and health. At the same time, some problems and relevant solutions was proposed.
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Personal and professional development; Medical undergraduate; Mentorship
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The Authors review Law No. 219/2017, with its important contribution to defining the roles and responsibilities of subjects in care relationship - a dynamic relationship (over time, for the condition of the interested party, to people who may be involved) - and regulating advance directives and shared planning of care. The Law promotes and enhances the relationship of care and trust between doctor and patient, which includes the competence, professional autonomy and responsibility of the doctor and the decisional autonomy and right to self-determination - to make an informed and voluntary choice about treatment proposed by the doctor - of the patient. For concrete implementation of the Law, an adequate information system and all the measures to guarantee certainty about the consequences of behaviour and protection of the rights of all the subjects involved are now essential. In addition, for advance directives, it is essential to reflect on the adequacy of medical information required by the Law itself for its drafting, considering that the citizen can contact qualified professionals and also independently find this information autonomously, selecting the sources of information.
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Mentoring has been recognized as an essential component of medical education in order to harness one’s potential to the fullest. Most medical colleges in India including ours have acknowledged this fact and started mentorship programs for their undergraduate students, but the same is lacking when it comes to postgraduate students. We sought to assess whether the postgraduate trainees at our institute felt the need for a mentorship program directed at them. A semi-structured proforma was distributed randomly to 50 postgraduate students of our institute and data was collected anonymously. 92% students returned the filled proforma, 74% felt the need to start a mentorship program for postgraduate students, and 24% had been in a mentorship program in their undergraduate training. 10 out of these 11 felt the need to have a mentor during their postgraduate training as well. This study would help us plan the same with inputs about the structure of the program received through the semi-structured proforma. Keywords : Mentorship, Mentor, Postgraduate students.
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